Observation « externe », observation participante, observation numérique ?
Observation System Kidderminster College June 2012.
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Transcript of Observation System Kidderminster College June 2012.
Session objectives
• Update on the new Common Inspection Framework from Ofsted for learning and skills 2012
• Increase focus on learning (especially in the observation system)
• Observe a lesson and make evaluative judgements on learning
• Develop feedback notes• To consider the impact of new CIF on college systems
2012 InspectionObservations
• More time will be devoted to observations
• More involvement of provider staff in joint observations and moderating judgements
2012 Inspection themes
More emphasis on:-• Punctuality and attendance; • target setting and monitoring• assessment; • IAG; • learning support; • resources; • independent learning; directed self study;
New focus on learning is all about teachers impact
Teachers impact on learning through-• Stretch and challenge• Effective use of vle• Reinforcement activities linked to homework
Individual learner’s value added
• What are teachers doing to contribute to value added?
• How do teachers set and monitor targets for value added and predicted grades
• What are teacher’s action plans for learners to improve value added?
Progress
• Can teachers explain the progress of a cohort of learners?
• How well do teachers support ‘at risk learners’?
• How is distance travelled affected by what happens in class and outside and in tutorials
Other learning
What learning wraps around delivery time?
• Independent learning
• Directed self study
Management of the Observation system
• How are observations planned? – informed by data?
• Is feedback effective in developing teachers?• Do observation outcomes inform appraisals
which promote improvement?
Effective observation scheme
Effectiveness of the organisation’s observation of T and L will depend on:- Ability of observers to make accurate judgements
about learning Feedback to be accurate about how well observee
has performed Feedback engages and motivates the observee to
improve and develop
Inaccurate grading
• Could have disastrous consequences at inspection
• Will impact on the achievements of the learners
• Will affect the development of staff
Transforming learninga college experience
All students and all staff undertook group discussions at the start of the academic year based on two questions
• I learn best when……
• I learn best when my teacher…..
I learn best when:
I know what I am about to learn. I am motivated. My needs are recognised. I do a range of activities. I have challenging targets. I know how to improve. I make good progress. My class works well together. I go on trips and have discussions with visitors. I can see the relevance to my future.
I learn best when my teacher: Sets high expectations. Plans the start, middle and end of lessons. Tells me what I am about to learn. Links to past learning. Plans for my individual needs. Uses good resources and technology. Uses a variety of learning methods. Frequently checks my learning. Communicates to me how I can improve. Is enthusiastic and inspires me. Is firm but fair.
What enhances my learning is: Purposeful tutorials. Regularly monitoring my progress. Knowing where to go for extra support. Going on work experience. Everyone follows The Learner Contract.
Observation Criteria
• These were the criteria used for judging in their Observation Scheme
• The college moved from a management grade 4 to grade 2 in one year based mainly on their improvement in teaching and learning.
Observing learning - planning what does the teacher intend learners to learn / what
learning outcomes are to be achieved
what learning methods will be used to encourage learners to behave in ways that are likely to achieve these outcomes?
how will the learners be engaged in these learning activities through the teaching process.
what assessment tasks and criteria will show that all learners have achieved the intended outcomes of this lesson?
Evaluative judgements
• Observers must record clear evaluative observation notes
• Derive robust judgements from these notes
Writing evaluative judgements
• On the observation form every sentence / phrase MUST have an evaluative judgement word
• There is no room for descriptive writing• The judgements must all be about LEARNING and
what the teacher did to contribute to this• These judgements will be your script to the teacher• The totality of your judgements will determine the
grade you give.
Observing lessons
• Watch a lesson with lesson plan (30 minutes)
• Record clear performance notes using evaluative words for every sentence
• Identify key strengths and areas for improvement and decide a grade
• Using these prepare robust judgements for your feedback script
REMEMBER…….
Giving feedback
New CIF will be checking:- Ability of observers to make accurate judgements
about learning Feedback to be accurate about how well observee
has performed Feedback engages and motivates the observee to
improve and develop
Feedback
• In triads role play the feedback session
Roles:-• Observee • Lesson Observer• Triad observer
Session objectives
• Update on the new Common Inspection Framework from Ofsted for learning and skills 2012
• Increase focus on learning (especially in the observation system)
• Observe a lesson and make evaluative judgements on learning
• Develop feedback notes• To consider the impact of new CIF on college systems